role and function of education Flashcards
usher, bryant, johnson
postmodern
inc diversity, choice and change
education can be used to influence identity
we can ‘pick and mix’ our identities due to consumerism and more choices.
people can develop and enhance their identities and employability, as education is now flexible and accessible
durkheim
functionalist
teaches social solidarity and value consensus
-achieved through teaching everyone the same core hand hidden curriculum
-everyone in society has a homogenuos experience of education
durkheim
functionalist`
provision of specialist skills
-ensures people have skills for specialist division of labour
-develops specialist skills required for the workplace and economy
parsons
functionalist
secondary socialisation
-education system is like a bridge between home and work
-teaches universalistic values and meritocracy
-individual achievement,equality of opportunity and role allocation
davis and moore
functionalist
role allocation
-stratification exists based on meritocracy
-effective role allocation and performance mean all roles must be filled and performed to the highest standards
education reform act 1988
new right
improve standards through reducing state intervention and increasing parentocracy
-introduction of league tables based on attainment
-creation of ofsted to create competition
-parentocracy to inc standards
-formula funding
local gov act sec 28
new right
promote trad conservative values
-influence core curriculum to promote trad social and cultural values
-based around the importance of heterosexual fam structures, marriage, free-market, christian values
murray
new right
encourage values of competition and meritocracy
-education has lost its sense of meritocracy so failing those more gifted
-too many people going to uni devalues HE degrees
-education should be tougher to promote meritocracy and accept that people can have value without succeeding in education
new vocationalism
new right
encourage vocational skills
-introduction of youth training schemes, NVQs and GNVQs to create a skilled workforce
-schools should focus on work abilities rather than cultural awareness
-NVQs-practical on job training
-GNVQs-academic knowledge as well as practical skills
bourdeiu
marxist
reproduce class inequality by reinforcing and rewarding middle and upper class culture
-cultural capital leads to success in education
-values,knowledge,language,skills,leisure
althusser
marxist
legitimise class inequality through ideology
-education acts as a state apparatus to maintain, legitimise and reproduce class inequality by generation
-ideological control and false class consciousness
bowles and gintis
marxist
teach exploitable skills for capitalist economy
-reproduces capitalist relations of production
-correspondance theory between school and work
willis
marxist
reproduces and reinforces class inequalities
-12 lads values having a laff over work
-counter school subculture
-shop floor culture
heaton and lawson
feminist
gender role socialisation
-hidden curriculum source of gender socialisation in 5 ways:
1. books+textbooks
2. female students uncomfty in subjects where boys colonialise space
3. teachers expectations
4. patriarchal curriculum
5. lack of positive role models
reinforces culture of inequality through the transmittion of these values
spender
feminist
reinforce and reproduce patriarchal values
-women are invisible in education
-core curriculum is male biased
-boys recieve more attention and encouragement
skelton
feminist
to socialise students into a culture of inequality through the hidden curriculum
-stereotypes based on teachers perceptions
-girls discouraged to study certain subjects
-labels based on teachers attitudes to gender and subject choices
kelly+colley
feminist
to reinforce ideologies that prepare students to accept the patriarchal world of work
-horizontal segregation in stem subjects and careers
-science packaged for boys
-perception of gender roles and subject preferences
Halsley/EMA
soocial democratic
to promote and reinforce a culture of ‘equality of opportunity’ for all in relation to social class
-educational maintenance allowance
-students recieve money ages 16-18 with parents from poorer backgrounds to stay in school and get higher qualifications
City academies and curriculum 2000
social democrat
to promote and reinforce a culture of equality for all in relation to ethnicity and gender
-city academies improved curriculum access and cultural awareness
-curriculum 2000 introduced a level and gcse curriculums to be more flexible and broken up with means girls performed better
sure start - compulsory education
social democrat
prevent wastage of ability
-compensate for children who find themselves academically behind
-good educational opportunities can be provided by the state to all children
-provided help, advice and support
new vocationalism 15-19 diploma
social democrat
encourage the teaching of meaningful vocational skills to prepare students for work
-inc options of qualification types to go into HE or employment
-education developed and specialised skills to ensure competitiveness of British economy
newman
liberal
provide a wide ranging and diverse education for all
-liberal education should pass on attributes to students focusing on “freedom,wisdom,calmness,moderation”
-develop the mind through an egalitarian liberal education
illich
liberal
to provide students with choice and autonomy
-we should de-school society by getting rid of schools
-teachers are not the best people to undertake education but people with skills, knowledge and enthusiasm for an area
-advocates development of learning webs and emphasis on vocationalism
summerhill school
liberal
to promote a culture of democracy
-provides a space where students can grow in a ‘free range’ environment
-aims to allow personal development through experiencing freedom to play and learn at their own pace
-democratic and encourages students to take responsibility for their actions
